2 Main Ideas
What Is the Main Idea?
“I’ve got problems. I lost my job. My wife left me. My friends don’t return phone calls.
Even my dog won’t go for a walk with me.”
“W
hat’s the point?” You’ve probably heard these words before. It’s a question
people ask when they want to know the main idea that someone is trying to
express. The same question can guide you as you read. Recognizing the main
idea, or point, is the most important key to good comprehension. Sometimes a
main idea is immediately clear, as in the above cartoon. The point—that the man
on the couch has problems—is well supported by the statements about his job,
wife, friends, and dog.
To find the main idea of a reading selection, ask yourself, “What’s the point
the author is trying to make?” For instance, read the paragraph on the following
page, asking yourself as you do, “What is the author’s point?”
55
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PART ONE Ten Steps to Advancing College Reading Skills
Many people feel that violence on television is harmless entertainment.
However, we now know that TV violence does affect people in negative ways. 3One
study showed that frequent TV watchers are more fearful and suspicious of others.
4
They try to protect themselves from the outside world with extra locks on the
doors, alarm systems, guard dogs, and guns. 5In addition, that same study showed
that heavy TV watchers are less upset about real-life violence than non-TV watchers.
6
It seems that the constant violence they see on TV makes them less sensitive to the
real thing. 7Another study, of a group of children, found that TV violence increases
aggressive behavior. 8Children who watched violent shows were more willing to
hurt another child in games where they were given a choice between helping
and hurting. 9They were also more likely to select toy weapons over other kinds of
playthings.
1
2
A good way to find an author’s point, or main idea, is to look for a general
statement. Then decide if that statement is supported by most of the other material
in the paragraph. If it is, you have found the main idea.
Below are four statements from the passage. Pick out the general statement that
is supported by the other material in the passage. Write the letter of that statement in
the space provided. Then read the explanation that follows.
Four statements from the passage:
a. Many
people feel that violence on television is harmless entertainment.
b. However,
we now know that TV violence does affect people in negative
ways.
c. One
study showed that frequent TV watchers are more fearful and suspicious
of others.
d. They
try to protect themselves from the outside world with extra locks on the
doors, alarm systems, guard dogs, and guns.
The general statement that expresses the main idea of the passage is _____.
Explanation
Sentence A: The paragraph does not support the idea that TV violence is harmless,
so sentence A cannot be the main idea. However, it does introduce the
topic of the paragraph: TV violence.
Sentence B: The statement “TV violence does affect people in negative ways” is
a general one. And the rest of the passage goes on to describe three
negative ways that TV violence affects people. Sentence B, then, is the
sentence that expresses the main idea of the passage.
Sentence C: This sentence is about only one study. It is not general enough to
include the other studies that are also cited in the paragraph. It is the
first supporting idea for the main idea.
CHAPTER 2 Main Ideas
57
Sentence D: This sentence provides detailed evidence for the first supporting idea,
which is that frequent TV watchers are more fearful and suspicious of
others. It does not cover the other material in the paragraph.
The Main Idea as an “Umbrella” Idea
Think of the main idea as an “umbrella” idea. The main idea is the author’s general
point; all the other material of the paragraph fits under it. That other material is made
up of supporting details—specific evidence such as examples, causes, reasons, or
facts. The diagram below shows the relationship.
TV VIOLENCE
DOES AFFECT PEOPLE
IN NEGATIVE WAYS
Frequent TV watchers are more fearful
and suspicious of others.
Heavy TV watchers are less upset about real-life
violence than non-TV watchers.
TV violence increases aggressive behavior in children.
The explanations and activities on the following pages will deepen your
understanding of the main idea.
Recognizing a Main Idea
As you read through a passage, you must think as you read. If you merely take
in words, you will come to the end of the passage without understanding much of
what you have read. Reading is an active process, as opposed to watching television,
which is passive. You must actively engage your mind, and, as you read, keep asking
yourself, “What’s the point?” Here are three strategies that will help you find the
main idea.
1 Look for general versus specific ideas.
2 Use the topic to lead you to the main idea.
3 Use key words to lead you to the main idea.
Each strategy is explained on the following pages.
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PART ONE Ten Steps to Advancing College Reading Skills
1 Look for General versus Specific Ideas
You saw in the paragraph on TV violence that the main idea is a general idea
supported by specific ideas. The following practices will improve your skill at
separating general from specific ideas. Learning how to tell the difference between
general and specific ideas will help you locate the main idea.
PRACTICE 1
Each group of words below has one general idea and three specific ideas. The
general idea includes all the specific ideas. Identify each general idea with a G and
the specific ideas with an S. Look first at the example.
Example
_s
__ dishonesty
_s
__ greed
_G
__ bad qualities
_s
__ selfishness
(Bad qualities is the general idea which includes three specific types of bad
qualities: dishonesty, greed, and selfishness.)
1.
___ handsome
5.
___ appearance
___ well-dressed
___ shabby
___ giggling
___ childish behavior
___ tantrums
___ playing peek-a-boo
2.
___ seafood
6.
___ oysters
___ clams
___ lobster
___ paper cuts
___ minor problems
___ broken nails
___ wrong numbers
3.
___ heavy traffic
7.
___ bus not on time
___ alarm didn’t go off
___ excuses for being late
___ try to be kinder
___ eat healthier foods
___ go to bed earlier
___ resolutions
4.
___ poor pay
8.
___ mean boss
___ very dull work
___ undesirable job
___ take stairs instead of elevator
___ ride bike instead of driving
___ exercise opportunities
___ walk instead of riding bus
CHAPTER 2 Main Ideas
9.
___ skip breakfast
10.
___ grab a donut mid-morning
___ poor eating habits
___ order supersize portions
59
___ different goals
___ no common interests
___ dislike each other’s friends
___ reasons for breaking up
PRACTICE 2
Write out the answers to each question in the spaces provided. For each question, the
answers are specific details that illustrate the general idea, which is underlined.
1. There are many material things in everyday life (appliances, electronic equipment,
and the like) that we come to depend upon. What are three things that you would
hate to be without?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. If you were suddenly wealthy, you could hire other people to do tasks that you
dislike. What are three specific chores that you’d hand over to somebody else?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Most of us enjoy a good movie, but we have different ideas of what makes a film
“good.” What are three specific qualities that a movie needs in order for you to really
like it?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. We all know people whom we find difficult. Think of a person that you find hard to
get along with. Name three specific reasons you find this person difficult.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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PART ONE Ten Steps to Advancing College Reading Skills
PRACTICE 3
In the following groups, one statement is the general point, and the other statements
are specific support for the point. Identify each point with a P and each statement of
support with an S.
1. ___ The vegetables were soggy and tasteless.
___ The chicken was hard to chew.
___ The meal was very unpleasant.
___ The rolls were rock-hard.
2. ___ The team’s best player is averaging over 30 points a game.
___ The basketball team is in first place in its division.
___ The team has won eight of its first ten games.
___ The basketball team is off to a great start.
3. ___ The man doesn’t use his turn signals.
___ The man drives too fast down narrow residential streets.
___ The man is an unsafe driver.
___ The man doesn’t come to a complete stop at stop signs.
4. ___ Students stay in touch with friends through Facebook and e-mail.
___ Students write papers and share class notes online.
___ Students do much of their research on the Internet.
___ Students have practical uses for computers.
CHAPTER 2 Main Ideas
61
PRACTICE 4
In each of the following groups, one statement is the general point, and the other
statements are specific support for the point. Identify each point with a P and each
statement of support with an S.
1. ___ a. Among teenage girls, gossip contributes to bonding.
___ b. Political gossip often is leaked to the media as a way of learning how the
public is likely to react to a particular policy.
___ c. Gossip takes many forms and serves various purposes.
___ d. In the business world, gossip can provide insights unavailable through
official facts and figures.
2. ___ a. When answering the phone, some people’s first words are “Who’s this?”
___ b. Some people have terrible telephone manners.
___ c. Some people never bother to identify themselves when calling someone.
___ d. Some people hang up without even saying goodbye.
3. ___ a. Federal law should prohibit banks from giving credit cards to college
students.
___ b. Credit-card debt is the leading cause of bankruptcy for young
Americans.
___ c. Taking advantage of the fact that many parents will pay their children’s
credit-card debts, banks extend excessive credit to students.
___ d. When they receive their monthly credit-card bills, many students can pay
only the minimum required and so have hefty interest charges on large
unpaid amounts.
4. ___ a. Bats are so rarely rabid that a person has a better chance of catching
rabies from a cow than from a bat.
___ b. Bats, in spite of their bad reputation, are not a danger to human beings.
___ c. Bats are afraid of humans and do their best to stay away from them.
___ d. Unlike movie vampires, bats do not bite people unless frightened or
under attack.
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PART ONE Ten Steps to Advancing College Reading Skills
PRACTICE 5
In each of the following groups—all based on textbook selections—one statement is
the general point, and the other statements are specific support for the point. Identify
each point with a P and each statement of support with an S.
1. ___ a. Companies that lose lawsuits usually pass the cost along to consumers.
___ b. To protect themselves from malpractice suits, doctors now give more
patients unneeded tests, which cost hundreds of millions of dollars a year.
___ c. The cost of fighting a lawsuit forces some small businesses to close, even
when they have successfully defended themselves.
___ d. The ever-growing number of lawsuits has had a number of negative
consequences.
2. ___ a. Our social roles—whether we’re students, employees, visitors, etc.—
limit what emotions are acceptable for us to express.
___ b. Given the widespread habit of suppressing our emotions, many of us
have trouble recognizing what we’re really feeling.
___ c. Most of us rarely express our deepest emotions because of a number of
factors.
___ d. We often hide our emotions rather than display them so as not to seem
weak or needy to others.
3. ___ a. Disagreeing parties can accept the status quo, agreeing to just live with
the situation as it stands.
___ b. When faced with a disagreement, the parties involved have several ways
to proceed.
___ c. One party may use physical, social, or economic force to impose a
solution on the others.
___ d. Negotiation, or reaching a mutually acceptable solution, is one means of
dealing with conflict.
4. ___ a. With bribes, Prohibition-era bootleggers persuaded politicians, police,
and other public officials to ignore the illegal sale of alcoholic beverages.
___ b. Prohibition glamorized drinking and made it fashionable for people to
drink in illegal bars and break the law.
___ c. Prohibition encouraged the formation of organized-crime empires that
illegally manufactured, transported, and sold liquor.
___ d. Prohibition, which banned alcoholic beverages in the United States from
1920 to 1933, resulted in much illegal activity.
CHAPTER 2 Main Ideas
63
2 Use the Topic to Lead You to the Main Idea
You already know that to find the main idea of a selection, you look first for a general
statement. You then check to see if that statement is supported by most of the other
material in the paragraph. If it is, you’ve found the main idea. Another approach that
can help you find the main idea is to decide on the topic of a given selection.
The topic is the general subject of a selection. It can often be expressed in one
or more words. Knowing the topic can help you find a writer’s main point about
that topic. Paying close attention to the topic of a selection can lead you to the main
idea.
Textbook authors use the title of each chapter to state the overall topic of that
chapter. They also provide many topics and subtopics in boldface headings within
the chapter. For example, here is the title of a chapter in a psychology textbook:
Theories of Human Development (26 pages)
And here are the subtopics:
Psychoanalytic Theories (an 8-page section)
Learning Theories (a 9-page section)
Cognitive Theories (a 9-page section)
If you were studying the above chapter, you could use the topics to help find the main
ideas. (Pages 9–10 explain just how to do so, as well as other textbook study tips.)
But there are many times when you are not given topics—with standardized
reading tests, for example, or with individual paragraphs in articles or textbooks. To
find the topic of a selection when the topic is not given, ask this simple question:
Who or what is the selection about?
For example, look again at the beginning of the paragraph that started this chapter:
Many people feel that violence on television is harmless entertainment. However,
we now know that TV violence does affect people in negative ways.
What, in just a few words, is the above paragraph about? On the line below, write
what you think is the topic.
Topic: _____________________________________________________________
You probably answered that the topic is “TV violence.” As you reread the
paragraph, you saw that, in fact, every sentence in it is about TV violence.
The next step after finding the topic is to decide what main point the author is
making about the topic. Authors often present their main idea in a single sentence.
(This sentence is also known as the main idea sentence or the topic sentence.) As
we have already seen, the main point about TV violence is “we now know that TV
violence does affect people in negative ways.”
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PART ONE Ten Steps to Advancing College Reading Skills
Check Your Understanding
Let’s look now at another paragraph. Read it and then see if you can answer the
questions that follow.
1
Recently a family of four was found dead in a suburban home in New Jersey—
victims of carbon monoxide. 2Such cases are tragically common. 3Carbon monoxide
is deadly for many reasons. 4To begin with, it is created in the most ordinary of
ways—by the burning of wood, coal, or petroleum products. 5Once created, this gas
is impossible to detect without instruments: it is colorless, odorless, and tasteless.
6
Also, carbon monoxide mingles with and remains in the air rather than rising and
being carried away by the wind. 7Then, when people unsuspectingly breathe it in, it
chokes them, taking the place of the oxygen in their blood. 8Furthermore, it can do
its lethal work in very small quantities: anyone exposed to air that is just 1 percent
carbon monoxide for even a few minutes will almost certainly die.
1. What is the topic of the paragraph? In other words, what is the paragraph
about? (It often helps as you read to look for and even circle a word, term,
or idea that is repeated in the paragraph.)
__________________________________________________________
2. What is the main idea of the paragraph? In other words, what point is the
author making about the topic? (Remember that the main idea will be
supported by the other material in the paragraph.)
__________________________________________________________
Explanation
As the first sentence of the paragraph suggests, the topic is “carbon monoxide.”
Continuing to read the paragraph, you see that, in fact, everything in it is about carbon
monoxide. And the main idea is clearly that “Carbon monoxide is deadly for many
reasons.” This idea is a general one that sums up what the entire paragraph is about.
It is an “umbrella” statement under which all the other material in the paragraph fits.
The parts of the paragraph could be shown as follows:
Topic: Carbon monoxide
Main idea: Carbon monoxide is deadly for many reasons.
Supporting details:
1. Is easily created.
2. Is difficult to detect.
3. Remains in the air.
4. Chokes by taking the place of oxygen in the blood.
5. Deadly even in small quantities.
CHAPTER 2 Main Ideas
65
The following practices will sharpen your sense of the difference between a topic, the point
about the topic (the main idea), and supporting details.
PRACTICE 6
Below are groups of four items. In each case, one item is the topic, one is the main
idea, and two are details that support and develop the main idea. Label each item
with one of the following:
T— for the topic of the paragraph
MI — for the main idea
SD — for the supporting details
Note that an explanation is provided for the first group; reading it will help you do
this practice.
Group 1
_____ a. One bite from a piranha’s triangular-shaped teeth can sever a
person’s finger or toe.
_____ b. The piranha.
_____ c. The piranha—only eight to twelve inches long—is an extremely
dangerous fish.
_____ d. A school of piranha can strip a four-hundred-pound hog down to a
skeleton in just a few minutes.
Explanation
All of the statements in Group 1 are about piranhas, so item B must be the topic.
(Topics are easy to identify because they are expressed in short phrases, not
complete sentences.) Statements A and D are specific examples of the damage
that piranhas can do. Statement C, on the other hand, presents the general idea
that piranhas can be extremely dangerous. It is the main idea about the topic of
“the piranha,” and statements A and D are supporting details that illustrate that
main idea.
Group 2
_____ a. Joint custody of a divorced couple’s children has become more
common.
_____ b. The number of men with sole custody of children has also grown.
_____ c. Alternatives to giving the mother sole child custody have increased
in recent years.
_____ d. Alternative child-custody arrangements.
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PART ONE Ten Steps to Advancing College Reading Skills
Group 3
_____ a. In later adulthood, we begin to come to terms with our own
mortality.
_____ b. Stages of human development.
_____ c. Adolescence is typically a time of identity crisis.
_____ d. According to psychologists, we pass through various stages of
human development throughout our lives.
Group 4
_____ a. Kinds of power.
_____ b. Force, which the Italian statesman Machiavelli called “the method
of beasts,” is the use of physical coercion.
_____ c. Influence, the ability to control or affect the behavior of others, is
also a form of power.
_____ d. Power, the ability to control or change the behavior of others, takes
different forms.
PRACTICE 7
Following are four paragraphs. Read each paragraph and do the following:
1 Ask yourself, “What seems to be the topic of the paragraph?” (It often helps to
look for and even circle a word or idea that is repeated in the paragraph.)
2 Next, ask yourself, “What point is the writer making about this topic?” This
will be the main idea. It is stated in one of the sentences in the paragraph.
3 Then test what you think is the main idea by asking, “Is this statement supported
by most of the other material in the paragraph?”
Hint: When looking for the topic, make sure you do not pick one that is either too
broad (covering a great deal more than is in the selection) or too narrow (covering
only part of the selection). The topic and the main idea of a selection must include
everything in that selection—no more and no less.
For instance, in the example given in Practice 1, page 58, the topic is “bad
qualities.” “Character traits” would be too broad, because these would include
good qualities as well as bad qualities. “Greed” would be too narrow, since this is
only one type of bad quality mentioned.
CHAPTER 2 Main Ideas
67
Paragraph 1
1
Shocking as it seems, cannibalism is common in the animal world. 2In species
such as the red-back spider, the black widow spider, the praying mantis, and the
scorpion, the female commonly eats the male after mating. 3Another widespread
form of cannibalism is size-structured cannibalism, in which large individuals
consume smaller ones. 4Octopus, bats, toads, fish, monitor lizards, salamanders,
crocodiles, spiders, crustaceans, birds, mammals, and a vast number of insects have
all been observed to engage in size-structured cannibalism. 5Yet another common
form of cannibalism is infanticide. 6Classic examples include the chimpanzees,
where groups of adult males have been observed to attack their infants; and lions,
where adult males commonly kill infants when they take over a new harem after
replacing the previous dominant males. 7Also, gerbils and hamsters eat their young
if they are stillborn, or if the mothers are especially stressed.
1. What is the topic of the paragraph? In other words, what (in one or more
words) is the paragraph about? _________________________________
_____ 2. What point is the writer making about the topic? In other words, which
sentence states the main idea of the paragraph? In the space provided,
write the number of the sentence containing the main idea.
Paragraph 2
1
The Great Wall of China is a truly remarkable creation. 2At 4,500 miles long,
taller than five men, and wide enough to allow at least six horses to gallop side
by side atop it, the Great Wall is so huge it can be seen from space. 3The Wall is
constructed of four-inch blocks made of compressed earth, stone, willow twigs,
and the remains of laborers who died among the millions who worked on its
construction. 4The Great Wall follows mountain slopes and has inclines as great as
seventy degrees. 5The paths on the Wall are even more difficult to travel because
the steps are of uneven depth, width, and height. 6Through much of its 2,500-year
history, armies marched and camped on the Wall, keeping lookout for invaders and
repelling trespassers who dared to pitch ladders to try to mount it. 7Today the Great
Wall is a tourist attraction that brings many visitors to China. 8Tourists are eager to
make the strenuous hike over precarious paths to take in the greatness of its size
and history.
1. What is the topic of the paragraph? In other words, what (in one or more
words) is the paragraph about? _________________________________
_____ 2. What point is the writer making about the topic? In other words, which
sentence states the main idea of the paragraph? In the space provided,
write the number of the sentence containing the main idea.
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PART ONE Ten Steps to Advancing College Reading Skills
Paragraph 3
1
At the beginning of the twentieth century, families often hired older
women known as chaperones to keep watch over their daughters. 2These women
played an important role in courtship. 3When a young man asked a girl on a date,
he automatically invited her chaperone as well. 4If a young lady entertained her
boyfriend in the parlor, the chaperone did not budge from the room. 5Because of
her responsibilities, the chaperone had the power to make courtship pleasurable
or miserable. 6Some chaperones had soft hearts and gave young lovers some
privacy. 7Others were such sticklers for appearances that they prevented the
young couple even from exchanging personal remarks. 8In addition to being
guardians, chaperones sometimes functioned as private eyes. 9They investigated
the backgrounds of gentlemen who called on their charges to see which one
would make the best match.
1. What is the topic of the paragraph? In other words, what (in one or more
words) is the paragraph about? ________________________________
_____ 2. What point is the writer making about the topic? In other words, which
sentence states the main idea of the paragraph? In the space provided,
write the number of the sentence containing the main idea.
Paragraph 4
1
Cardiovascular disease—disease of the heart or blood vessels—is the
leading cause of death in the United States, killing about 1 million people a year.
2
Cardiovascular disease is actually a group of disorders. 3This group includes high
blood pressure, or hypertension, which significantly increases the risk of other
diseases in the group. 4Atherosclerosis, or coronary artery disease, is another member
of the group. 5In this cardiovascular disorder, a fatty deposit, plaque, builds up on the
walls of the arteries, restricting the flow of blood and causing strain to the heart,
which must work harder to pump blood through the narrowed arteries. 6Sometimes
an aneurysm occurs: the artery ruptures. 7Heart attack—technically, myocardial
infarction—is also in this group. 8It happens when plaque builds up so much that
blood flow to the heart is cut off and some heart muscle dies. 9Congestive heart
failure, a chronic disease, is part of the group as well. 10In this disorder the heart has
been weakened and can no longer pump enough blood. 11Stroke, too, is a cardio­
vascular disease: it occurs when blood flow to the brain is restricted or cut off.
1. What is the topic of the paragraph? In other words, what (in one or more
words) is the paragraph about? ________________________________
_____ 2. What point is the writer making about the topic? In other words, which
sentence states the main idea of the paragraph? In the space provided,
write the number of the sentence containing the main idea.
CHAPTER 2 Main Ideas
69
3 Find and Use Key Words to Lead You to the Main Idea
Sometimes authors make it fairly easy to find their main idea. They announce it
using key words—verbal clues that are easy to recognize. One group of these is list
words, which tell you a list of items will follow. For example, the main idea in the
paragraph about TV violence was stated like this: “However, we now know that TV
violence does affect people in negative ways.” The expression negative ways helps
you zero in on your target: the main idea. You realize that the paragraph will most
likely be about specific ways that TV violence affects people. As you read on and
see the series of negative effects, you know your assumption about the main idea
was correct.
Here are some common word groups that often announce a main idea. Note that
each of them contains a word that ends in s—a plural that suggests the supporting
details will be a list of items.
List Words
several kinds (or ways) of
three advantages of
various reasons for
several causes of
five steps
a number of effects
some factors in
among the results
a series of
When expressions like these appear in a sentence, look carefully to see if that
sentence might be the main idea. Chances are a sentence containing list words will
be followed by a list of major supporting details.
Check Your Understanding
Underline the list words in the following sentences.
Hint: Remember that list words usually end in s.
Example Emotional decisions can be divided into two main types.
1.At least five job trends deserve watching in today’s world.
2.Pathologists identify four different stages of cancer in the body.
3.Several steps can be effective in helping people deal with prejudice.
4.Winners of presidential elections share various traits in common.
5.Giving birth to and raising a child will require a number of adjustments in the
parents’ lives.
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PART ONE Ten Steps to Advancing College Reading Skills
Explanation
You should have underlined the following groups of words: five job trends, four
different stages, several steps, various traits, and a number of adjustments. Each of
these phrases tells you that a list of details may follow.
In addition to list words, addition words can alert you to the main idea. Addition
words are generally used right before supporting details. When you see this type of
clue, you can assume that the detail it introduces fits under the umbrella of a main
idea.
Here are some of the addition words that often introduce supporting details
and help you discover the main idea.
Addition Words
one
first (of all)
second(ly)
third(ly)
to begin with
for one thing
other
another
also
in addition
next
moreover
further
furthermore
last (of all)
final(ly)
Check Your Understanding
Reread the paragraph about TV violence, underlining the addition words that alert
you to supporting details.
Many people feel that violence on television is harmless entertainment.
However, we now know that TV violence does affect people in negative ways.
3
One study showed that frequent TV watchers are more fearful and suspicious of
others. 4They try to protect themselves from the outside world with extra locks
on the doors, alarm systems, guard dogs, and guns. 5In addition, that same study
showed that heavy TV watchers are less upset about real-life violence than nonTV watchers. 6It seems that the constant violence they see on TV makes them less
sensitive to the real thing. 7Another study, of a group of children, found that TV
violence increases aggressive behavior. 8Children who watched violent shows
were more willing to hurt another child in games where they were given a choice
between helping and hurting. 9They were also more likely to select toy weapons
over other kinds of playthings.
2
1
CHAPTER 2 Main Ideas
71
Explanation
The words that introduce each new supporting detail for the main idea are One, In
addition, and Another. When you see these addition words, you realize the studies
are all being cited in support of an idea—in this case, that TV violence affects people
in negative ways.
That main idea includes the list words negative ways, which suggest that the
supporting details will be a list of negative ways TV violence affects people. In this
and many paragraphs, list words and addition words often work hand in hand.
The following chapter, “Supporting Details,” includes further practice in the
words and phrases that alert you to the main idea and the details that support it. But
what you have already learned here will help you find main ideas.
Locations of the Main Idea
Now you know how to recognize a main idea by 1) distinguishing between the
general and the specific, 2) identifying the topic of a passage, and 3) using key words.
You are ready to find the main idea no matter where it is located in a paragraph.
A main idea may appear at any point within a paragraph. Very commonly, it
shows up at the beginning, as either the first or the second sentence. However, main
ideas may also appear further within a paragraph or even at the very end.
Main Idea at the Beginning
Main Idea
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Introductory Detail
OR
Main Idea
Supporting Detail
Supporting Detail
Supporting Detail
In textbooks, it is very common for the main idea to be either the first or the second
sentence of a paragraph.
See if you can underline the main idea in the paragraph on the following
page.
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PART ONE Ten Steps to Advancing College Reading Skills
1
People tend to cling to their first impressions, even if they are wrong. 2Suppose
you mention the name of your new neighbor to a friend. 3“Oh, I know him,” your
friend replies. 4“He seems nice at first, but it’s all an act.” 5Perhaps this appraisal is
off-base. 6The neighbor may have changed since your friend knew him, or perhaps
your friend’s judgment is simply unfair. 7Whether the judgment is accurate or not,
once you accept your friend’s evaluation, it will probably influence the way you
respond to the neighbor. 8You’ll look for examples of the insincerity you’ve heard
about, and you’ll probably find them. 9Even if this neighbor were a saint, you would
be likely to interpret his behavior in ways that fit your expectations.
In this paragraph, the main idea is in the first sentence. All the following sentences in
the paragraph provide a detailed example of how we cling to first impressions.
Check Your Understanding
Now read the following paragraph and see if you can underline its main idea:
1
For shy people, simply attending class can be stressful. 2Several strategies,
though, can lessen the trauma of attending class for shy people. 3Shy students
should time their arrival to coincide with that of most other class members—
about two minutes before the class is scheduled to begin. 4If they arrive too early,
they may be seen sitting alone or, even worse, may actually be forced to talk with
another early arrival. 5If they arrive late, all eyes will be upon them. 6Before heading
to class, shy students should dress in the least conspicuous manner possible—say,
in the blue jeans, sweatshirt, and sneakers that 99.9 percent of their classmates
wear. 7That way they won’t stand out from everyone else. 8They should take a seat
near the back of the room. 9But they shouldn’t sit at the very back, since instructors
sometimes make a point of calling on students there.
Explanation
In the above paragraph, the main idea is stated in the second sentence. The first
sentence introduces the topic, shy people in class, but it is the idea in the second
sentence—several strategies can lessen the trauma of attending class for shy
people—that is supported in the rest of the paragraph. So keep in mind that the first
sentence may simply introduce or lead into the main idea of a paragraph.
Hint: Very often, a contrast word like however, but, yet, or though signals the main idea,
as in the paragraph you have just read.
CHAPTER 2 Main Ideas
73
Main Idea in the Middle
Introductory Detail
Introductory Detail
Main Idea
Supporting Detail
Supporting Detail
The main idea at times appears in the middle of a paragraph. Here is an example of
a paragraph in which the main idea is somewhere in the middle. Try to find it and
underline it. Then read the explanation that follows.
1
A television ad for a new sports car showed scenes of beautiful open country
that suggested freedom and adventure. 2The car never appeared in the ad at all.
3
An ad for a hotel chain showed a romantic couple in bed together. 4They were
obviously on vacation and having a leisurely, romantic, sexy morning. 5As these
ads suggest, advertisers often try to sell products and services by associating them
with positive images rather than by providing relevant details about the product or
service. 6An ad giving the car’s gas mileage, safety rating, or repair frequency would
be more important to a buyer, but it might not draw the viewer’s interest as much
as beautiful scenery. 7Similarly, details on the hotel’s prices and service would be
more informative than images of a glamorous vacation. 8But the romantic couple
gets people’s attention and associates the hotel in viewers’ minds with a good time.
If you thought the fifth sentence gives the main idea, you were correct. The first
four sentences introduce the topic of advertisers and provide specific examples of
the main idea. The fifth sentence then presents the writer’s main idea, which is that
advertisers often try to sell their products by associating them with appealing images
rather than with relevant details. The rest of the paragraph continues to develop that
idea.
Main Idea at the End
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Main Idea
Sometimes all the sentences in a paragraph will lead up to the main idea, which is
presented at the end. Here is an example of such a paragraph.
Only about 1 percent of insect species are destructive to crops and property.
1
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PART ONE Ten Steps to Advancing College Reading Skills
Nevertheless, this small group causes several billion dollars of damage each year in the
United States alone. 3Harmful insects include household pests, such as termites; crop
and livestock pests, such as boll weevils; and hosts of disease-causing organisms, such
as mosquitoes infected with parasitic protozoa. 4Many insects, on the other hand, are
beneficial to human society. 5Some insects pollinate fruit trees, flowers, and many field
crops. 6Bees produce honey and beeswax, silkworms form cocoons from which silk is
spun, and lac insects provide the raw material for commercial shellac. 7Some kinds of
insects are natural enemies of destructive insects. 8For example, the larvae of certain
wasps feed on caterpillars that destroy plants. 9Clearly, insects are both harmful and
beneficial to human society.
2
Main Idea at the Beginning and the End
Main Idea
Supporting Detail
Supporting Detail
Supporting Detail
Main Idea
At times an author may choose to state the main idea near the beginning of the
paragraph and then emphasize it (as a conclusion) by restating it in other words later
in the paragraph. In such cases, the main idea is at both the beginning and the end.
Such is the case in the following paragraph.
1
An important result of medical advances is an increase in the number of
conditions thought to be of medical concern. 2In the not-too-distant past, birth
and death usually occurred at home. 3Family members and friends were there or
close by. 4Now most people are born and die in a hospital, surrounded by bright
lights and expensive machines. 5People who were addicted to alcohol or drugs
were once considered sinful or lacking in willpower. 6Now they are considered
“sick.” 7Problems that used to be accepted as part of life—baldness, wrinkles, small
breasts, sleeplessness—are now deemed proper matters for medical attention.
8
Some criminologists have even defined antisocial behavior as a medical problem.
9
Lawbreakers of all kinds, from the shoplifter to the mass murderer, may potentially
be labeled “sick.” 10Because of current medical knowledge, what were once
thought to be problems of life or of character are now considered medical
issues.
Note that the main idea—because of medical advances, more problems are
considered medical issues—is expressed in different words in the first and last
sentences.
CHAPTER 2 Main Ideas
75
PRACTICE 8
The main ideas of the following paragraphs appear at different locations—in the
beginning, somewhere in the middle, or at the end. Identify each main idea by filling
in its sentence number in the space provided.
_____ 1. 1Many people think of thieves as clever. 2In reality, thieves can be remarkably
foolish. 3One evening, a Los Angeles woman was walking her miniature
poodle when a man came up behind her, pushed her to the ground, grabbed
the plastic bag she was holding, and drove away. 4Afterward, when asked
about the mugging, the woman cheerfully commented, “I only wish there
had been more in the bag.” 5The woman had used the bag when she cleaned
up her dog’s messes. 6In Baltimore, an even dumber burglar broke into a
house while the woman who lived there was home, ransacked the place,
and, having found only $11.50 in cash, demanded that the victim write him a
check for $30. 7When the woman asked to whom she should make the check
payable, the thief gave his own name, in full. 8He was arrested a few hours
later. 9But an Oklahoma thief may have been dumbest of all. 10Charged with
purse-snatching, he decided to act as his own attorney. 11At his trial, he crossexamined the victim: “Did you get a good look at my face when I took your
purse?” 12Not surprisingly, he was convicted.
_____ 2. 1For 250 million years, reptiles—which appeared on Earth long before the
first mammals—have been fighting over territory. 2Today, human beings
do battle over property as well. 3But the reptiles’ way of fighting is generally
more civilized and humane than the humans’. 4Lizards will take a few rushes
at one another to test which one is stronger. 5After a few passes, the loser rolls
over on his back to signal defeat. 6The winner allows him to leave unharmed.
7
Rattlesnakes, similarly, will duel over territory. 8But they do it with their
necks twined together so that they cannot injure each other with their fangs.
9
Humans, of course, generally fight with the intent of injuring one another.
10
The victor often seems to feel he hasn’t really won until he’s wounded and
humiliated his opponent, if not killed him.
_____ 3. 1If asked to describe ourselves, most of us would not answer that we are mostly
water, but that’s exactly what we are. 2A 150-pound person is actually 100
pounds of water and only 50 pounds of everything else. 3Our blood plasma
is 92% water, and our brains are 75% water. 4We use the expression “dry as
a bone,” but in fact our bones are not dry at all—they are about 20% water.
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PART ONE Ten Steps to Advancing College Reading Skills
Our “inner sea” is constantly in motion, flowing through us every moment,
bringing food and oxygen to our cells, carrying away wastes, lubricating
our joints, cushioning our brains and regulating our temperatures. 6If the
percentage of water in our bodies drops even 1 or 2 percent, we feel thirsty.
7
A drop of 10% is usually fatal. 8Every day, we lose about two and a half quarts
of water. 9Surprisingly, we replace less than half this lost water through
drinking. 10The rest we replenish with food which, just like us, is mostly water.
11
A tomato, for example, is over 87% water, which is released into the body
when we eat it.
5
_____ 4. 1Today, as many as one and a half million children are believed to be
homeschooled; twenty years ago, only 12,500 students were educated at
home. 2This dramatic increase in the number of homeschooled children
can be explained in part by the growth of membership in fundamentalist
Christianity, whose members often choose to educate their children at
home. 3While religious motivation is the reason that most families choose
homeschooling, it is not the only reason. 4A number of reasons draw parents
to homeschooling. 5Some parents prefer to educate their children in the
security of their own homes away from the dangers of guns and violence
in many urban schools today. 6Other parents believe that homeschooling
provides their children a more intimate and nurturing learning environment.
7
Economics can also play a role. 8One parent can stay home and be a home
teacher, saving the high cost of childcare. 9Finally, motivations can even be
negative: sometimes racism, anti-Semitism, or some other hateful reason can
cause parents to reject public schooling for homeschooling.
The Central Point
Just as a paragraph may have a main idea, a longer selection may have a central
point, also known as a central idea or thesis. The longer selection might be an
essay, a reading, or a section of a textbook chapter. You can find a central point in
the same way that you find a main idea—by identifying the topic (which is often
suggested by the title of the selection) and then looking at the supporting material.
The paragraphs within the longer reading will provide supporting details for the
central point.
CHAPTER 2 Main Ideas
77
Check Your Understanding
In the following essay, the central point is stated in one sentence. See if you
can find and underline this sentence. Then write its number in the space provided.
Peer Pressure
1
We often hear about the dangers of peer pressure to teenagers. 2Teens take
drugs, skip school, get drunk, or have sex to impress their friends. 3However, there
is another, perhaps equally bad, effect of peer pressure. 4Desperate to conform to
their friends’ values, teens may give up their interests in school, in hobbies, and
even in certain people.
5
Teens may lose or hide their interest in school in order to be like their
friends. 6They adopt a negative attitude in which school is seen as a battle­field,
with teachers and other officials regarded as the enemy. 7In private, they may enjoy
certain teachers, but in front of their friends, they put on a sarcastic or hostile act.
8
In addition, teenagers may stop participating in class. 9They may refuse to join in
class discussions, even when the topic interests them. 10They may decide it is cool
to show up without the assigned homework. 11If their peers demand it, they may
interfere with others’ learning by disrupting class. 12Conforming also means not
joining in after-school activities.
13
Teenagers also give up private pleasures and hobbies to be one of the
14
crowd. Certain pastimes, such as writing poems, practicing piano, reading books,
or joining an after-school club may be off-limits because the crowd laughs at them.
15
Most sadly, teenagers sometimes give up the people they love in order
to be accepted. 16If necessary, they sacrifice the old friend who no longer dresses
well enough, listens to the wrong kind of music, or refuses to drink or take drugs.
17
Potential boyfriends or girlfriends may be rejected, too, if the crowd doesn’t like
their looks or values. 18Teens can even cut their families out of their lives if they are
too poor, too conventional, or too different from their friends’ parents.
_____ is the number of the sentence that states the central point.
Explanation
The central point is a general statement that covers all or most of the details in a
reading. To find the central point of the essay above, look first at its topic. Since
the title is “Peer Pressure,” and every paragraph is about that subject, we can say
“peer pressure” is the topic. Then decide on what point is being made about the
topic by looking at the major details of the essay. The first major detail, presented
in the second paragraph, is about giving up interest in school as a result of peer
pressure. The next major detail, in the third paragraph, is about giving up interest
in hobbies; and the third major detail, in the fourth paragraph, is about giving up
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PART ONE Ten Steps to Advancing College Reading Skills
interest in certain people.
The central point, then, will be a general statement that covers all of the
major details presented. As is often the case, the central point is stated in the first
paragraph. Sentence 4 in that paragraph expresses the idea that peer pressure may
cause students to give up interest in school, in hobbies, and in certain people.
PRACTICE 9
The author has stated the central point of the following textbook selection in one
sentence. Find that sentence, and write its number in the space provided.
Prewriting Strategies
1
Prewriting refers to strategies you can use to generate ideas before starting
the first draft of a paper. 2Prewriting techniques have various advantages. 3They
encourage imaginative exploration and therefore also help you discover what
interests you most about your subject. 4Having such a focus early in the writing
process keeps you from plunging into your initial draft without first giving some
thought to what you want to say. 5Prewriting thus saves you time in the long run by
keeping you on course.
6
Prewriting can help in other ways, too. 7When we write, we often interfere
with our ability to generate material because we continually critique what we put
down on paper. 8“This makes no sense,” “This is stupid,” “I can’t say that,” and other
critical thoughts pop into our minds. 9Such negative, self-critical comments stop the
flow of our thoughts and reinforce the fear that we have nothing to say and aren’t
very good at writing. 10During prewriting, you deliberately ignore your internal
critic. 11Your purpose is simply to get ideas down on paper without evaluating their
effectiveness. 12Writing without immediately judging what you produce can be
liberating. 13Once you feel less pressure, you’ll probably find that you can generate
a good deal of material. 14And that can make your confidence soar.
15
One final advantage of prewriting: The random associations typical of
prewriting tap the mind’s ability to make unusual connections. 16When you
prewrite, you’re like an archaeologist going on a dig. 17On the one hand, you may
not unearth anything; on the other hand, you may stumble upon one interesting
find after another. 18Prewriting helps you appreciate—right from the start—this
element of surprise in the writing process.
_____ is the number of the sentence that states the central point.
CHAPTER 2 Main Ideas
79
A Final Thought
Whether we are readers, writers, listeners, or speakers, the “heart” of clear
communication is the main idea, or point, and the support for the main idea. Look
at the following diagram:
The diagram underscores the importance of the most important of all reading skills:
the ability to identify main ideas. The diagram also shows that the ability to identify
supporting details for the main idea is an almost equally important skill.
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PART ONE Ten Steps to Advancing College Reading Skills
CHAPTER REVIEW
In this chapter, you learned the following:
l Recognizing the main idea is the most important key to good
comprehension. The main idea is a general “umbrella” idea; all the
specific supporting material of the passage fits under it.
l Three strategies that will help you find the main idea are to 1) look for
general versus specific ideas; 2) use the topic (the general subject of a
selection) to lead you to the main idea; 3) use key words—verbal clues
that lead you to the main idea.
l The main idea often appears at the beginning of a paragraph, though it
may appear elsewhere in a paragraph.
The next chapter—Chapter 3—will sharpen your understanding of the
specific details that authors use to support and develop their main ideas.
On the Web: If you are using this book in class, you can visit our website for
additional practice in recognizing main ideas. Go to www.townsendpress.com
and click on “Online Learning Center.”
CHAPTER 2 Main Ideas
81
REVIEW TEST 1
To review what you’ve learned in this chapter, answer the following questions by
filling in the blank or writing the letter of the correct answer.
1. To become an active reader, you need to think as you read by constantly
asking yourself the question, “What is the _____________?”
2. One strategy that will help you find the main idea is to look for the
__________________—the general subject of a selection.
_____ 3. What kind of writing typically provides many topics and subtopics that
will help you find main ideas?
a. Magazines b. Fiction books c. Textbooks
4. Two benefits, three reasons, four steps, five effects are all examples of
__________________ that can help you find main ideas.
5. While a main idea may appear at any point within a paragraph, in
textbooks it most often appears at the _____________________.
REVIEW TEST 2
A. In each of the following groups, one statement is the general point, and the other
statements are specific support for the point. Identify each point with a P and each
statement of support with an S.
1. ___ a. In urban areas, infant mortality is 25 percent higher than the national
average.
___ b. Urban children face greater risks than other children.
___ c. Forty percent of urban children live below the poverty level.
___ d. Between 30 and 50 percent of urban children are inadequately
immunized.
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PART ONE Ten Steps to Advancing College Reading Skills
2. ___ a. The night before a fox hunt, “earth stoppers” roam the countryside filling
in fox holes and other burrows to prevent a hunted fox from escaping
underground.
___ b. During the hunt, the fox is pursued—sometimes for hours—by dozens
of hounds followed by mounted hunters; a fox caught by hounds is torn
apart.
___ c. Many fox hunters practice “blooding,” a ritual in which blood from a
killed fox is smeared on the cheeks of children attending their first hunt.
___ d. There are good reasons to find fox hunting bizarre and cruel.
B. Each group of statements below includes one topic, one main idea, and two supporting
details. In the space provided, label each item with one of the following:
T— for the topic of the paragraph
MI — for the main idea
SD — for the supporting details
Group 1
_____ a. Lack of exercise leads to “older” joints and muscles.
_____ b. Signs of aging.
_____ c. Smoking and spending a great deal of time in the sun lead to
wrinkling.
_____ d. Everyday habits can produce signs of aging.
Group 2
_____ a. Many students now do much of their learning using online
computers.
_____ b. Modern technology is changing the very nature of our educational
system.
_____ c. Technology’s effect on education.
_____ d. Students have begun to use wireless reading devices that can hold
the information in thousands of books.
CHAPTER 2 Main Ideas
83
REVIEW TEST 3
A. The main idea appears at various places in the following paragraphs. Write the
number of each main idea in the space provided.
_____ 1. 1Individuals sometimes develop amazing strengths by uniting to overcome
trouble. 2At the end of World War II, for example, a group of six children who
had lost their parents, their homeland, and their native language were freed
from a concentration camp. 3They were so strongly attached to one another
that they refused to be separated even when one became ill with a contagious
disease. 4In the refugee hostel, they resisted being singled out for treats. 5At
mealtimes, each made certain the other five had food before eating. 6Only
after several months had passed and they knew their safety was assured did
they show the competitiveness and need for attention normal children do.
_____ 2. 1Among the tasks of public schools is the teaching of reading, writing, and
arithmetic. 2Evidence makes clear, though, that public schools often do not
succeed in teaching the basic skills. 3As many as one young adult in three is
functionally illiterate—that is, unable to read at an eighth-grade level. 4The
rate of functional illiteracy among minority youth is even higher than the
national average: about 40 percent. 5Few seventeen-year-olds can express
their thoughts effectively in writing. 6Even when their spelling and grammar
are adequate, they use short, childlike sentences and cannot organize coherent
paragraphs. 7And although young adults can perform basic mathematical
operations, they have trouble using these operations to solve problems. 8Less
than half can read a federal income tax table, and just 1 percent can balance
a checkbook.
_____ 3. 1After experiencing an extremely shocking event, some people will
continue to reexperience it through dreams and recollections. 2They may
even reexperience it through a flashback—the sudden feeling that one is
back in the traumatic experience. 3They may also feel a sense of emotional
“numbness,” as if their bodies have shut down in order to protect them from
further emotional damage. 4They may avoid any stimuli that remind them of
the traumatic event. 5This collection of symptoms, called posttraumatic stress
disorder (PTSD), afflicts people who have experienced any of various seriously
damaging experiences. 6PTSD is best known because of its association with
Vietnam and Iraqi War veterans. 7But it is also often found in individuals who
have been victims of violent crimes such as rape or extreme child abuse.
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PART ONE Ten Steps to Advancing College Reading Skills
B. (4.) The author has stated the central point of the following textbook selection in
one sentence. Find that sentence, and write its number in the space provided.
A Medical Mystery
1
Medical researchers were perplexed. 2Reports were coming in from all
over the country indicating that women, who live longer than men, were
twice as likely to die after coronary bypass surgery. 3Medical records at one
hospital showed that of almost 2,300 coronary bypass patients, 4.6 percent of
the women died as a result of the surgery, compared with only 2.6 percent of
the men.
4Initial explanations were based on biology. 5Coronary bypass surgery
involves taking a blood vessel from one part of the body and stitching it to a
coronary artery on the surface of the heart. 6This operation was supposedly
more difficult to perform on women because of their smaller hearts and
coronary arteries. 7But researchers who tested this theory soon found that
the operation was not more difficult to perform on women.
8As the researchers continued to probe, a surprising answer slowly
unfolded: The cause of the greater number of deaths of women after bypass
surgery was sexual discrimination by physicians. 9They simply did not take
the chest pains of their women patients as seriously as those of their men
patients. 10Physicians were ten times more likely to give men exercise stress
tests and radioactive heart scans. 11And they sent men to surgery on the basis
of abnormal stress tests but waited until women showed clear-cut symptoms
of coronary heart disease before recommending surgery. 12Being referred for
surgery later in the course of the disease decreases the chances of survival.
_____ is the number of the sentence that states the central point.
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CHAPTER 2 Main Ideas
REVIEW TEST 4
Here is a chance to apply your understanding of main ideas to a textbook passage.
Read the passage below, and then answer the questions that follow on main ideas.
There are also vocabulary questions to help you continue practicing the skill of
understanding vocabulary in context.
Words to Watch
Below are some words in the reading that do not have strong context support. Each
word is followed by the number of the paragraph in which it appears and its meaning
there. These words are indicated in the article by a small circle (°).
tangible (1): concrete
afloat (7): out of difficulty
perception (7): judgment
longitudinal survey (7): a study that follows the same people over a period of time
HOW DUAL-EARNER COUPLES COPE
Diane E. Papalia and Sally Wendkos Olds
1
The growing number of marriages
in which both husband and wife are
gainfully employed presents both
opportunities and challenges. A second
income raises some families from poverty
to middle-income status and makes
others affluent. It makes women more
independent and gives them a greater
share of economic power, and it reduces
the pressure on men to be providers;
47 percent of working wives contribute
half or more of family income. Less
tangible° benefits may include a more
equal relationship between husband
and wife, better health for both, greater
self-esteem for the woman, and a closer
relationship between a father and his
children.
However, this way of life also creates
stress. Working couples face extra
demands on time and energy, conflicts
between work and family, possible rivalry
between spouses, and anxiety and guilt
about meeting children’s needs. Each
role makes greater or lesser demands
at different times, and partners have
to decide which should take priority
when. The family is most demanding,
especially for women, when there are
young children. Careers are especially
2
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PART ONE Ten Steps to Advancing College Reading Skills
3
4
5
demanding when a worker is getting
established or being promoted. Both
kinds of demands frequently occur in
young adulthood.
Men and women tend to be stressed
by different aspects of the work-family
situation. Among 314 spouses with
relatively high income and education,
husbands were more likely to suffer from
overload (perhaps because they had not
been socialized to deal with domestic
as well as occupational responsibilities).
Women, on the other hand, were more
likely to feel the strain of conflicting role
expectations—for example, the need
to be aggressive and competitive at
work but compassionate and nurturing
at home.
Temporary withdrawal from social
interaction after a busy workday helped
settle men down and softened the
effects of overload. “Talking things over”
seemed to worsen their stress, perhaps
because they were uncomfortable
express­ing feelings or because the
out­come of such discussions might be
even greater demands. For both men
and women, the most successful way
of coping was rethinking the way they
looked at the situation.
Dual-income couples fall into three
patterns: conventional, modern, and role
sharing. In a conventional marriage, both
partners consider household chores and
childcare “women’s work.” The husband
may “help,” but his career comes first; he
earns more than his wife and sees it as
“her choice” to add outside employment
to her primary domestic role. In modern
couples, the wife does most of the
housework, but the husband shares
parenting and wants to be involved
with his children. In the role-sharing
pattern, characteristic of at least onethird of dual-income marriages, both
husband and wife are actively involved
in household and family responsibilities
as well as careers. However, even among
such couples, tasks tend to be gendertyped: wives buy the groceries and
husbands mow the lawn.
Men, on average, earn more and
have more powerful positions than
women. But in general, the burdens of
the dual-earner lifestyle fall most heavily
on the woman. Women tend to work
more hours—20 percent more in industrialized countries and 30 percent more
in less developed countries. Women put
in a longer “second shift” at home, as
well. Although men’s participation has
6
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CHAPTER 2 Main Ideas
7
been increasing, even husbands in nontraditional marriages still do only onethird of the domestic work. A Swedish
study found that working women with
three or more children put in one and
a half times as many hours as men at
home and on the job. A father is most
likely to take on childcare when his work
schedule is different from his wife’s.
Women’s personal activities tend
to suffer more than men’s, probably
owing to the disproportionate time they
put into domestic work, and in the long
run the compromises women make to
keep the dual-earner lifestyle afloat°
may weaken the marriage. An unequal
division of work may have contributed
to the higher degree of marital distress
reported by wives in a study of three
hundred mostly managerial and
professional dual-earner couples. On
the other hand, unequal roles are not
necessarily seen as inequitable; it may
be a perception° of unfairness that
contributes most to marital instability.
A national longitudinal survey° of 3,284
women in two-income families found
greater likelihood of divorce the more
hours the woman worked, but only
when the wife had a nontraditional view
of marriage. Nontraditional wives who
work full time may feel more resentment
of their husbands’ failure to share equally
in household tasks, whereas traditional
wives may be more willing to accept
additional burdens.
What spouses perceive as fair may
depend on how much money the wife’s
earnings contribute, whether she thinks
of herself as someone who supplements
her husband’s income, and what
meaning and importance she and her
husband place on her work. Whatever
the actual division of labor, couples who
agree on that division and who enjoy
a more harmonious, caring, involved
family life are more satisfied than those
who don’t.
Family-friendly policies in the
workplace can help alleviate the strains
experienced by dual-earner families. A
flexible work environment is one that
could include part-time, flextime, and
shared jobs. Supportive companies
might also provide more at-home work
(without loss of fringe benefits), more
affordable high-quality childcare, and
tax credits or other assistance to let new
parents postpone returning to work.
One encouraging change is the Family
and Medical Leave Act, which requires
businesses with fifty or more workers to
offer twelve weeks of unpaid leave for
the birth or adoption of a child.
8
9
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PART ONE Ten Steps to Advancing College Reading Skills
Reading Comprehension Questions
Vocabulary in Context
_____ 1. In the sentence below, the word socialized (s˚£sh®-l∆zdπ) means
a. afraid.
b. taught through experience.
c. paid well.
d. strong enough.
“Among 314 spouses with relatively high income and education,
husbands were more likely to suffer from overload (perhaps because they
had not been socialized to deal with domestic as well as occupational
responsibilities).” (Paragraph 3)
_____ 2. In the sentence below, the word conventional (k®n-vƒn£sh®-n®l) means
a. convenient.
b. happy.
c. traditional.
d. modern.
“In a conventional marriage, both partners consider household chores
and childcare ‘women’s work.’” (Paragraph 5)
_____ 3. In the excerpt below, the word disproportionate (dµsπpr®-pôr£sh®-nµt)
means
a. unequal in size.
b. too short.
c. equal.
d. late.
“Women’s personal activities tend to suffer more than men’s, probably
owing to the disproportionate time they put into domestic work . . . ”
(Paragraph 7)
_____ 4. In the sentence below, the word inequitable (µn-ƒk£wµ-t®-b®l) means
a. fair.
b. surprising.
c. ideal.
d. unequal.
“On the other hand, unequal roles are not necessarily seen as inequitable;
it may be a perception of unfairness that contributes most to marital
instability.” (Paragraph 7)
CHAPTER 2 Main Ideas
Main Ideas
_____ 5. The main idea of paragraphs 1 and 2 is the
a. first sentence of paragraph 1.
b. second sentence of paragraph 1.
c. first sentence of paragraph 2.
d. last sentence of paragraph 2.
_____ 6. The main idea of paragraph 3 is its
a. first sentence.
b. second sentence.
c. third sentence.
_____ 7. The main idea of paragraph 5 is its
a. first sentence.
b. second sentence.
c. third sentence.
d. last sentence.
_____ 8. The main idea of paragraph 6 is its
a. first sentence.
b. second sentence.
c. third sentence.
d. fourth sentence.
_____ 9. The topic of paragraph 9 is
a. companies that support at-home work.
b. the strains experienced by dual-earner families.
c. family-friendly policies in the workplace.
d. the Family and Medical Leave Act.
_____10. The main idea of paragraph 9 is its
a. first sentence.
b. second sentence.
c. third sentence.
d. last sentence.
89
90
PART ONE Ten Steps to Advancing College Reading Skills
Discussion Questions
1. Discuss some of the challenges in a dual-income marriage. Draw upon
your own experience if you are married, or use the example of a married
couple you know.
2. Discuss some of the benefits in a dual-income marriage. Again, draw
upon your own experience if you are married, or use the example of a
married couple you know.
3. The author states, “Dual-income couples fall into three patterns:
conventional, modern, and role sharing.” What view of marriage did your
family have as you grew up? How did that view affect your family’s
lifestyle? If you’re married, which view do you and your spouse have?
4. How do you think dual-earner marriages affect children? What, if
anything, can spouses who both work outside the home do to ensure that
their children receive the time and attention they deserve?
Note: Writing assignments for this selection appear on pages 675–676.
Check Your Performance
MAIN IDEAS
Activity
Number Right Review Test 1 (5 items)
__________
× 2
Review Test 2 (16 items)
__________
× 2.5 = __________
Review Test 3 (4 items)
__________
× 5
= __________
Review Test 4 (10 items)
__________
× 3
= __________
Points
TOTAL SCORE
Score
= __________
= __________%
Enter your total score into the Reading Performance Chart: Review Tests on the inside back cover.